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Student motivation for studies at secondary medical schools / for university studies to earn a Bachelor of Medicine´s degree
JELENECKÁ, Hana
This thesis focuses on student motivation for studies at secondary medical schools, as well as on drivers of motivation of secondary medical school students for Bachelor studies. We wanted to know how motivation of present-day students differs from that of general nurses attending medical schools prior to 2004 and what is the impact of practical training teachers of secondary medical schools on professional motivation of students. Theoretical part describes development of nursing care education since 1945 until now, changes in concept of nursing care as they result from Act no. 96/ 2004 Coll. on ?acquiring and recognition of qualifications for execution of non-doctoral medical professions and activities relating to provision of health care and on amending some related legislation?. Further, we focused on job selection and its factors, and last but not least, on motivation and some motivational drivers. The first objective was to find out what motivates students of secondary medical schools in their first and fourth years. The second objective was to look at motivation of students for General Nurse Bachelor studies. The third objective was to describe motivation of general nurses for studies at secondary medical schools prior to 2004. Finally, the last objective was to find out how practical training teachers of secondary medical schools motivate students for their future profession. In the thesis empirical part, we used methods of qualitative and quantitative research. As far as quantitative research is concerned, anonymous questionnaires were used to collect data. The first population of 102 (100%) respondents included first-year students of three secondary medical schools. The second research population of 100 (100%) respondents included fourth-year students of three secondary medical schools. The third population of 107 (100%) respondents included general nurses of two medium-size hospitals. As far as qualitative research is concerned, questioning method and, in particular, semi-structured interview technique were used. A population of six practical training teachers of two secondary medical schools was involved. These practical training teachers were asked two questions: 1. Is there enough time scheduled for practical training to motivate students? 2. In your opinion, are motivational drivers used in practical training sufficient to get medical assistants involved in the practical training nursing process? Quantitative research has the following results: the first assumption that first-year students were influenced more by external motivational drivers than by internal ones, was not borne out. The second assumption that fourth-year students perceived acquired experience as a more significant motivational driver than external motivation, was not borne out either. The third assumption that motivation of students of secondary medical schools for university studies was depending on experience acquired in practical training was not borne out either. Similarly, the last assumption that motivation of students of secondary medical schools prior to 2004 was depending on the then existing value system, was not borne out either. On the other hand, it is clear from qualitative research that practical training teachers do not have enough time to motivate students and that motivational elements used not always achieve their defined goals. This often results from excessive number of students per group. The above research results will be provided to medical schools for thein self- examination. They may also be used for professional public at specialist seminars or congresses as well as for publication in specialized journals.
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